DURATION: 3 hours

KEY TOPICS

• The Big6 – guide to information problem-solving in six stages
• Using libraries
• Learning environments and information providers

LEARNING OBJECTIVES

After completing this unit, teachers should be able to:

• Understand the differences between information transmission and information for learning
• Describe and demonstrate understanding of key aspects of organizing information, i.e.  using classification schemes to locate information and knowledge (e.g. library collection classifications, indexes, abstracts, bibliographies, databases, etc)
• Use a library effectively for learning – evaluating the opportunities a library presents for researching a topical issue
• Apply the Big6 stages for information problem-solving.

PEDAGOGICAL APPROACHES and ACTIVITIES

• Ask teachers to consider the following six-stage framework for information literacy and information problem-solving (for a more detailed description of the framework, see the
  table at the end of this unit):
  1. Task definition: define the information problem and identify the information needed
  2. Information-seeking strategies: determine all possible sources and select the best sources
  3. Locate and access: locate sources and find information within the sources
  4. Use of information: engage (e.g. read, hear, view, touch) and extract relevant information
  5. Synthesis: organize information from multiple sources and present the information.
  6. Evaluation: judge the product (effectiveness) and the process (efficiency).
  • Compare this to other information cycle taxonomies, such as the process provided by Woody Horton, Jr. (2007) or Bloom’s Revised Taxonomy for information literacy. Do you agree that the six stages in the Big6 form the core elements of information literacy? If not, what would you add and why? In reality, do you think these six stages occur in a neat sequential order as presented?
  • Now guide teachers through each stage of the information problem-solving process in the table shown at the end of the unit, and ensure that they invest sufficient time to address all the topics/questions outlined in the table.
 
• Access a journal in print or electronic format in your school library (or the main library in your city or town) on education (e.g. teacher education, special education, comparative education, etc.). Identify a topic that you wish to learn more about in the journal. Summarize the key findings/issues in the articles. How useful is the information for your professional practice as a teacher? Is the information applicable in your country context? If so, how would you use this information?
• Meet with your college/school librarian and discuss the information skills your teachers need to maximize the use of the library. Set tasks that require students to use the full range of resources in the library, and get them to compare the information they have acquired in the library with other sources (e.g. the Internet) and evaluate their usefulness in terms of the task specifications.
• Evaluate a school environment for its information literacy needs and make specific recommendations that would enhance the information literacy of students
• The Big6 and information problem-solving: use information resources in the library to explore a topical or current affairs issue (e.g. voting rights, democracy, HIV/AIDS, etc.). Apply the Big6 stages to explore this topic
• Use a computer-based technology to access information on a topic of interest and present the information (textual or numerical) in a table or graphical format. Compare the amount, quality and usefulness of the information from your library resources with the information from the Internet
• Write an essay on how the use of radio or mobile phone technology is changing the face of information generation and use in your country. Present your findings as a PowerPoint presentation

 


TABLE: Six-stage framework for information literacy and information problem-solving